Through episodic memory, the individual has the ability to recall previously stored experiences, in addition to using it in processes such as learning and in developing future goals. However, it is a function that suffers a decline in aging, with a negative impact on the social and psychological life of the elderly. The different cognitive intervention strategies appear as proposals that aim to reduce memory losses. This dissertation aims to address theoretical and empirical aspects of cognitive intervention and its effect on episodic memory. The first chapter consists of a systematic review, in which we sought to identify the main models of cognitive training of episodic memory in healthy and clinical elderly. A search was performed in four databases: PubMed; PsycNET, Web of Science and Scielo through the PRISMA method, leaving 23 final articles. The data collected from the analyzed studies suggest efficacy among the different approaches to cognitive training, however, despite being a widely studied topic, it lacks further empirical studies about other forms of cognitive training. The second chapter illustrates an empirical study that measured the effect of cognitive intervention in healthy elderly people participating in the Neuro Academy of Memory cognitive stimulation program. Fifteen healthy elderly people participated in the research and RAVLT and Ruche were used as instruments to assess episodic memory. As a result, a difference was found between experimental and control groups in moments before and after cognitive intervention based on the learning curve. However, measuring episodic memory through cognitive training requires new productions.